The role of such affective variables as integrative motivation in successful adult second language learning is explored. It is argued that the myth of the melting pot is based on commitment to integration, and that integrative motivation is thus viewed as desirable in minority group members. Studies of affective variables in second language learning have proposed models that state that successful learners of English must have positive attitudes toward English speakers. These models are based on belief in the superiority of the integrative motive over an instrumental motive. The acculturation model for second language acquisition and seven studies linking attitudes to language learning are reviewed. These studies assume a casual link between acculturation and language learning success. In order to test this assumption, a language attitude questionnaire was administered to 84 foreign students at a U.S. university who were considered successful English learners, and in-depth interviews were conducted with nine of the students. Little evidence of an integrative orientation was found among these successful English learners. In conclusion, English as a second language teachers should recognize that their students may not have an integrative orientation toward American culture. (RW)